The aim of this paper is to develop approaches to teaching that enhance my students’ intercultural understanding. The focus is on their role as facilitators of a Human Library event that formed the core of my seminar course at a small liberal arts college in suburban Tokyo, Japan. Using data from the students ’ reflective journals and term papers, the Developmental Model of Intercultural Sensitivity (DMIS) was employed to try to assess what particular stage of intercultural sensitivity described by the model individual students had reached. Once this had been done, it became easier to identify the kinds of activities and processes that could most effectively help the students to deepen their understanding of people with different experiences and from other cultural backgrounds.
ゼミプロジェクトヒューマンライブラリー 実践と異文化感受性発展の考察
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